Classroom Dynamics and Deviant Behavior Among Junior High School Students: A Multi-level Analysis

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Abstract

This study examines how classroom-level factors including teacher quality, teaching practices, and class climate shape deviant behavior among junior high school students (JHSS) in China. Using data from the China Education Panel Survey, multilevel modeling was conducted on 7,227 JHSS from 242 classes, controlling for individual, peer, and family variables. Results show that higher teacher qualifications (educational degree and job title) are linked to lower student deviance. Teacher supervision, positive discipline, and interactive teaching reduce deviance, while negative discipline increases it. Class climate also matters: higher peer deviance predicts greater individual deviance. These findings highlight the classroom as a key microsystem in adolescent development and offer implications for teachers, administrators, and policymakers aiming to reduce deviant behavior through classroom-level interventions.

Authors

• Siwei Xu

• Tianzhe Chen, University of Cambridge

• Jiarui Luo, The Hong Kong Polytechnic University

• Tongmao Li, The University of Florida